The object of this paper is to examine how five teachers read and comment on fiction written by pupils. The issue is as follows: How do five Swedish high school teachers comment on three authentic fiction texts written by pupils? Which strategies do they use? What do they focus on in the texts? Do they read superficially or do they seek the deeper meaning – what the pupil is trying to communicate?
The study has been conducted in this manner: Five Swedish teachers in different high schools have read three texts written by pupils and subsequently added a short commentary about each text for each pupil. An analysis shows that the teachers’ comments differ. Sometimes the differences are striking. It also turns out that the unrealistic prerequesite – commenting on texts written by unknown ”ghost writers” – is considered troublesome by certain teachers. However, as will be seen, all of the teachers in their own ways make attempts to reach deep into the ”text-world” of the pupils. The written commentaries open up to central parts of the texts. In an oral response situation these parts of the commentaries could develop into discussions of significance for the writing and knowledge development of the pupils.